Abstract
The Convention on the Rights of the Child, established by the United Nations, explicitly prohibits discrimination and provides protection against violence. However, as a consequence of political considerations, Zainichi1 Korean schools in Japan are the only foreign schools that are not recognized by the Japanese government as 'schools prescribed by law'. Furthermore, they do not receive any financial support from the state. Previous studies have revealed the financial situation of Zainichi Korean schools and the history of their establishment and ongoing struggle for recognition. This study aims to elucidate the genesis and evolution of ethnic education in Zainichi Korean schools, with a particular emphasis on kindergartens, which represent the inaugural stage of ethnic education. To this end, an ethnographic research approach was employed, utilizing the long-term observation method in Zainichi Korean schools. The findings indicate that a range of activities, including summer festivals and the preparation of Zainichi Korean cuisine, are regularly undertaken in kindergartens in collaboration with primary, junior high, and senior high schools, as well as with the Zainichi Korean community in Japan. This study has demonstrated that the concept of "Zainichi Korean schools" extends beyond the boundaries of traditional educational institutions. It has been proposed that these schools serve as a focal point for the Zainichi Korean community and a setting where children enrolled in the Zainichi Korean school and Zainichi Koreans engage in mutual care and support. Moreover, the advancement of children's social development could also be clarified.
Author Information
Shohei Uchida, Ohkagakuen University, Japan
Paper Information
Conference: KCE2024
Stream: Challenging & Preserving: Culture
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Uchida S. (2025) A Place for “Us” to Be Weaved: A Case Study of Zainichi Korean Kindergarten in Japan ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 529-539) https://doi.org/10.22492/issn.2759-7563.2024.41
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.41
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